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Service-Learning and Civic Engagement Thriving in Uncertain Times

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					Service-Learning and
Civic Engagement:
Thriving in Uncertain Times




Summary Report of
Five Regional Dialogues
in California




Spring 2009
Introduction



D
         uring spring 2009, California Campus Compact sponsored five regional
         dialogues across the state focusing on the past, current and future involvement
         of California higher education institutions in the service-learning and civic
engagement field. More than 85 students, community partners, service-learning
directors, faculty and senior administrators from non-profit organizations and colleges
and universities throughout California participated in these conversations. During
the dialogues, which were facilitated by California Campus Compact senior staff
members, participants identified trends in the field as well as many of the challenges
they face in doing this work. Participants also devoted time during each dialogue to
discussing strategies to address these challenges. The dialogues provided participants
with an opportunity to share lessons and insights regarding where the service-learning
and civic engagement field has been, where it is heading and how those involved
can continue to advance and strengthen the work in the face of the current economic
climate and other challenges.

On the following pages is a two-part summary report of those dialogues. Part one of
the report provides snapshots of the trends in service-learning and civic engagement
that were identified during each of the regional dialogues. To identify the trends,
participants engaged in an activity, known as “The Wave,” adapted from The Institute
of Cultural Affairs, Technology of Participation (www.ica-usa.org). They gathered in
                                                  small groups and identified either
                                                  emerging, established, cutting
                        Cutting Edge
                                                  edge or fading trends in the field
                                                  of service-learning and civic
            Established
                                                  engagement. Through collectively
                                                  identifying specific trends in this
                                                  wave-like continuum (see graphic
   Emerging                              Fading



                                                  at left), participants were able
                                                  to determine where they are in
                                                  the work in relation to others in
the field, how far they have come and in what areas there is a need to advance. For
example, while practices, such as “one-time service activities,” “faculty going solo”
and “top-down service-learning” uniformly appeared on the continuum as fading
trends and practices across the state, the placement on the continuum of other trends
and practices, such as international service-learning, K-12 service-learning and the
use of social media, varied from dialogue to dialogue.




1
P
        art two of the report provides a snapshot of seven challenges that participants
        from across the five dialogues found themselves facing and the strategies
        they suggested to help address these challenges. In presenting the challenges,
participants were asked to think beyond what they do not have (for example, “lack
of staff,” “lack of time,” “lack of funding”) and instead were encouraged to identify
what was creating a particular challenge (for example, “competing priorities for one
funding stream” rather than “lack of funding”). The Institute of Cultural Affairs,
Technology of Participation offered this analogy: If you were watering your plants
and the water running through the hose suddenly stopped, you would not just put
the hose down and walk away. Instead, you would look for a kink in the hose. You
might see if someone turned the water off or if someone was stepping on the hose.
As part of the discussion around challenges, participants in these dialogues were
asked to look for the “kinks” they face in their work and to suggest strategies for
addressing the “kinks.”

We hope you find this summary report informative and useful. We encourage you
to review the outcomes from each of the five dialogues and identify where on the
continuum your work fits in relation to others in the field. We also invite you to
reflect on the challenges and strategies that were identified by participants during
the regional dialogues. Finally, we invite you to consider whether adapting any of
these strategies might be beneficial to you, your campus, community partners and
others.

We welcome your comments and feedback regarding this summary report as well
as suggestions for future dialogues.

The Staff of California Campus Compact
November 2009




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                                                                                                                 Cutting Edge

                                                                                                   Established




Snapshots of Trends
                                                                                               Emerging                         Fading




Location: Santa Clara University
Santa Clara, CA
Date: March 4, 2009



Emerging: Which trends and practices are picking up momentum       Cutting Edge: Which new ideas are creeping out and pushing to
and acceptance?                                                    become accepted trends and practices?
• Stronger link between internships and community engagement       • Intercampus service-learning coursework and partnerships
• “Veggielution” environmental justice (school learning gardens)   • Issue-driven campus/community coalitions
• Political engagement                                             • Developmental service-learning experiences
• Assessment                                                       • Global service-learning through third-party organization
• Students as colleagues                                           • Corporate sponsors
• Increased locally-based resources/involvement                    • Long-term global service-learning experience
• Partnership with education abroad/international internships      • Community partners as paid co-educators
• Community-based research                                         • Community-based research by community partners
• Addressing economic situation through service-learning or        • Partnering with residents
  community-based research                                         • Community partner seminar
• Facebook                                                         • Advanced interactive service-learning database
• Faculty interest and innovation                                    (partnership driven)
• Reward structure – faculty tenure and promotion                  • Technology to enhance service-learning/community-based
• University offering more financial support for                     education
  community-based internships                                      • Integrating career services and vocation
• Growing popularity of international and national service         • Equitable collaboration between faculty and staff
                                                                   • Graduate education
Established: Which trends and practices are mainstream or
standard operating procedures?                                     Fading: Which trends and practices are no longer relevant and
• Service-learning and social justice strongly interrelated        considered outdated?
• One-time service activities                                      • One-stop shop
• Engaged departments                                              • Funding focus on national security
• Service-learning courses (lower division and upper division)     • One-time service activities
   required with 30 hours of service in community for/with         • “Hit it and quit it” model
   each course                                                     • Community partners as placements or laboratories
• Student service-learning leaders working with faculty and        • Warm-body model
   community partners to support/cultivate relationships           • “Story-telling only” research
• Deepening, mutually beneficial relationships between faculty     • Community engagement reporting through student affairs
   members and community partners                                  • Lack of intra-unit partnership
                                                                   • “Add on” of service component
                                                                   • Student ignorance of community-based learning
                                                                   • Narrow focus on service-learning

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                                                                                                         Cutting Edge

                                                                                           Established

                                                                                       Emerging                         Fading
Location: California State University, Stanislaus
Turlock, CA
Date: March 31, 2009



Emerging: Which trends and practices are picking up         • Funding (some)
momentum and acceptance?                                    • Risk management
• Bring community into the classroom                        • Faculty trainings
• Partner flexibility re: student participation             • Interdisciplinary work at shared site
• Technology-based fundraising                              • Continued outreach to community agencies
• Outcome evaluation/assessment                             • All colleges involved
• Continuum of K-12 service-learning to university          • Awards recognition
  service-learning                                          • Stockton Homeless School
• Risky social action                                       • Service-learning newsletter
• Classes held in community setting                         • Head Start Family Fitness Day
• Online training                                           • Grants office
• California Campus Compact-Carnegie Faculty Fellows        • Steering committee
• University as a resource
• Civic engagement                                          Cutting Edge: Which new ideas are creeping out and pushing
• Political service-learning                                to become accepted trends and practices?
• Students as liaisons between campus and community         • Online service-learning
• Reward structure – faculty tenure and promotion           • Moving “me” to “us”
• Validation                                                • Greater awareness/caring of community
                                                            • Student-driven projects
Established: Which trends and practices are mainstream or   • Use of technology
standard operating procedures?                              • Research
• Hispanic-serving institution                              • Interrelatedness
• K-12 science partnerships                                 • Sustainable agriculture
• Community garden                                          • Obama-ism
• Center for Public Policy                                  • Social networking
• Passport to University                                    • Green technology
• Cesar Chavez Day of Service                               • Intercampus service-learning activities and training
• Service-learning in graduate education                    • Engaged departments
• Parent-Child Home Program
• Tax preparation                                           Fading: Which trends and practices are no longer
• Wellness works                                            relevant and considered outdated?
• Office of service-learning                                • Faculty going solo
• Multi-year sustained projects                             • University as an ivory tower
• Turlock Community Collaborative                           • General service
• Staff team                                                • Informal service
• Student volunteer opportunities                           • “The days of no paperwork”
• Group discussion classes                                  • Lack of campus awareness
• Service in all years (freshman-senior)                    • Service-learning only
• Campus cultural diversity                                 • Top-down service-learning


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                                                                                                                   Cutting Edge

                                                                                                     Established

                                                                                                 Emerging                         Fading
Location: California State University, San Marcos
San Marcos, CA
Date: April 6, 2009



Emerging: Which trends and practices are picking up                 Cutting Edge: Which new ideas are creeping out and pushing
momentum and acceptance?                                            to become accepted trends and practices?
• Engaged departments                                               • Community impact research
• Prioritization of service-learning as a part of school identity   • Research 1 institution doing service-learning
• Role of service-learning in global civil society                  • Pragmatic/realistic approaches to community engagement
• “Professional” school/departments engaged in service-learning     • Student-directed/initiated projects in service-learning –
• International programs                                              real investments
• Stand alone service-learning courses                              • Service-learning courses extended beyond one semester
• Use technology to improve outreach and connections                • Service-learning at younger ages – reflection in high school
• Student leadership                                                • Recognition of value of community wisdom
• Reciprocal relationship with community partners                   • Service-learning certificate program – department + partner
• Connecting service to social change                                 buy-in
• Academic distinction for service-learning work on transcripts     • Experiential learning in the classroom
• Focus on the relationships – community partners, faculty,         • Train faculty in service-learning (masters in service-learning)
  students                                                          • Service-learning in online classes
                                                                    • Clear collaboration between community service and service-
Established: Which trends and practices are mainstream or             learning
standard operating procedures?                                      • Interdisciplinary approaches
• Community partners as “co-educators”                              • AmeriCorps initiative – how can we collaborate?
• Alternate spring breaks
• Office of service-learning                                        Fading: Which trends and practices are no longer
• Arts classes partnering with community organizations              relevant and considered outdated?
• Reflective activities                                             • Traditional lecture mode of instruction without
• Service-learning/civic engagement advisory committee                incorporating service
• Community-based research tied to promotion and                    • Service as extra-curricular as opposed to
   tenure process                                                     co-curricular/integrated
• Empowering and supporting students in the transformational        • Faculty who don’t address the “why” behind service
   nature of the work (charity > change)                            • Partners using students for menial work
• Sacrificial pancake theory                                        • Ability to donate money (community partner perspective)
• Regional networks                                                 • Student “clock-punch” mentality about service
• One-time service activities (entry point)
• AmeriCorps programs (both campus-based and
   community-based programs)
• Student leaders in service-learning classes
• Faculty development programs focused on service-learning/
   civic engagement




5
                                                                                                          Cutting Edge

                                                                                            Established

                                                                                        Emerging                         Fading
Location: California State University, Dominguez Hills
Carson, CA
Date: May 1, 2009



Emerging: Which trends and practices are picking up          Cutting Edge: Which new ideas are creeping out and pushing
momentum and acceptance?                                     to become accepted trends and practices?
• Bridge to global community engagement                      • Filming faculty development workshops
• Bridge between student affairs and academic affairs        • Online service-learning
• Accommodating non-traditional students                     • Long-term community impact
• Service portfolio                                          • Creating institutional culture in civic engagement
• Long-term advocates and policy changes                     • Engagement for doctoral students
• Community as co-creators                                   • Translating service to skill acquisition and values
• Student initiatives (course/partnerships)                  • Leaders with a passion for it
• Utilizing new/social media
• Sustaining partnerships beyond academic constraints        Fading: Which trends and practices are no longer
                                                             relevant and considered outdated?
Established: Which trends and practices are mainstream or    • Service without reflection
standard operating procedures?                               • Charity model
• Service-learning continuum                                 • Perceived as unimportant
• Students develop skills                                    • Lack of evidence
• Reflection                                                 • Limited support
• Tension between service-learning and engaged scholarship   • Narrow concept
• Community partners
• Institutional learning as a two-way street
• Long-term vision
• Institutional culture/mission
• Leadership development
• Mutual benefits
• “In the real world”
• Time commitment dedication




6
                                                                                                          Cutting Edge

                                                                                            Established

                                                                                        Emerging                         Fading
Location: San Francisco State University
San Francisco, CA
Date: May 22, 2009



Emerging: Which trends and practices are picking up         Cutting Edge: Which new ideas are creeping out and pushing
momentum and acceptance?                                    to become accepted trends and practices?
• Environmental justice                                     • Campus as authentic partner with community
• Reflection – deeply integrated                            • Measuring community impact
• Professional school service-learning                      • Small contributions by lots of people (time, $, …)
• Translational research                                    • Instruction in how to be a real partner – democratic practices
• International service-learning                            • Surge of student activism
• Mandates/requirements                                     • Reciprocal service-learning center
• Measuring student-learning outcomes                       • Broader range of discussion of promotion and tenure
• Community advisory groups                                 • Dialogue as an outcome (rather than a need for one definition)
• Citizen journalism                                        • Promoting field to students for job opportunities
• Political engagement                                      • Renewed call for creativity
• Engaged research – community-driven                       • Successful application of what we “know”
• School-age service-learning                                 re: power and privilege
• New administration – shift in ideology and funding        • Meaningful application of social media
• Sustaining long-term partnerships                         • Community organizing
• Social entrepreneurship
• Participatory action research                             Fading: Which trends and practices are no longer
• Defining community engagement competencies                relevant and considered outdated?
  (for service-learners)                                    • Traditional curricula
                                                            • Top-down pedagogy (teacher-centered)
Established: Which trends and practices are mainstream or   • Funding
standard operating procedures?                              • Binders
• Community awareness                                       • Grades for service
• Student leadership                                        • Volunteer(ism)
• Integrating service-learning in expository writing        • Want political apathy to fade – from service to advocacy
• Intercultural and intergroup dialogue                     • Doing separate from character building
• No longer a misunderstood practice
• Stable, long-term relationships
• Reflection
• Student leaders, faculty and community partners in
   learning communities
• Multiple definitions of service
• Getting people off campus
• Civic engagement
• Unrepresentative demographics
• Addressing immediate needs vs. systemic issues




7
Defining Challenges: From Dialogue to Action



D
         uring each of the five regional dialogues, participants     The Challenge: Dealing with competing priorities
         engaged in conversations about a variety of challenges      for the same funds
         that they are facing in their work. Not surprisingly,
participants across the state shared many challenges in common.      Strategies shared:
On the following pages is a summary of these challenges and          • Look at the history on your campus – how have
strategies, as suggested by participants, to address them. Many        funds been shared before?
participants noted that the conversations around strategies helped   • Define how funding will be used
spark ideas of how they could adapt similar strategies for use on    • Collaborate with students and community partners
their own campus.                                                    • Offer grants for community partners
                                                                     • Focus on what is sustainable
The Challenge: Collaborating with and supporting                     • See office of service-learning as funder; offer mini-grants for
non-profit staff who wear many “hats” and have less time               service (department, community partner) for three years
to dedicate to partnerships                                          • Attract and retain key employees and volunteers
                                                                     • Treat staff and volunteers like they are part of the team; offer
Strategies shared:                                                     meaningful work
• Orient new partners                                                • Offer stipends/awards for staff and volunteers
• Have partners be very engaged with the course and                  • Tell your story to local community
  student learning                                                   • Retrain unemployed individuals coming into volunteer – new
• Have student leadership at all sites                                 career path
• Involve students in meaningful roles                               • Have an outstanding program that people want to be a part of
  - Student leaders as liaison/partnership coordinators              • Host a signature event
  - Interns, academic credit, AmeriCorps Students in Service         • Student engagement/participation in fundraising process
• Direct funding to community partners                               • Increase collaborative efforts to raise funds
• Encourage students to apply for funding for their organizations      (e.g., co-sponsor events) – build goodwill
• Bring partners together to network and share best practices        • Work with office of advancement and development
• Help find individual donor for organizations with                  • Develop funding resource base (e.g., use faculty retirees to
  which you work
                                                                       help run program)
• Value the work in all three: teaching, service, scholarship        • Identify parents doing civic engagement work and ask them to
• How does this help the university?
                                                                       support your work
  - How do we engage in these conversations?
  - Find funding to support community projects                       • Create/cultivate alumni to support your work
• Focus on local partners (e.g., school district) in which many      • Ask faculty and staff to direct their donation to
  could get involved                                                   your department
• Manage issues like fingerprinting                                  • Ask California Campus Compact to identify funders,
• Identify opportunities based on majors that already offer            encourage joint proposals
  service-learning                                                   • Collect a community engagement tax on capital projects
• Draft Memorandum of Understanding to clarify roles and             • Advocate for education
  responsibilities of each party                                     • Require a fee for placement to department/program
• Host fair to bring agencies to campus                              • Use grassroots methods
• Build trust, involve them in project design, understand
  community needs
• Match high-risk work with student learning
• Define clear objectives/frame for students

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The Challenge: Using marketing and storytelling                 The Challenge: Engaging and supporting
to share our work with a larger audience                        adult learners in meeting a new service-learning
                                                                graduation requirement
Strategies shared:
• Tell your story to attract people                             Strategies shared:
• Create photo essays                                           • Change the title from community service to something that
• Have students do a service project for you (i.e. student in     already resonates with adult learners
  graphic design doing logos)                                   • Build service into the curriculum (not standalone course)
• Utilize the campus newspaper, local media, press releases     • Invite students to talk about the difficulty of meeting the
• Utilize your website                                            requirement directly with faculty (and Faculty Senate who
• Promote resources on getting involved                           created requirement), videotape and share student voices/
• Create newsletters                                              needs/concerns
• Define an audience for each promotional “piece”
• Build university/community awareness
• Expand how we think about resources                           The Challenge: Strengthening intra-campus
• Utilize YouTube, podcasts, video, radio, TV                   collaboration, including obtaining the administration’s
• Connect faculty to media directly                             buy-in and increasing awareness when information
• Utilize word-of-mouth among students                          is decentralized
• Host more 1:1 interaction in departments
• Be more purposeful about what you post                        Strategies shared:
  (service-learning website as link)                            • Host a community partner seminar to support community
• Focus on effects on individual students                         partners in teaching each other and faculty/administration
• List service-learning courses in a formal way for               about the community work
  students/by students                                          • Utilize the campus list-serve to promote your work
• Change your message for different audiences                   • “Buy” faculty time to train other faculty
• “Spotlight” students, community, faculty                      • Bring collaborators together in “genuine” way without
• Utilize the campus photographer                                 hierarchy in which everyone can be heard
• Work with public affairs office                               • If no service-learning center, create a team of like-minded
• Incorporate performative storytelling                           people to come together and focus on it (i.e., service-learning,
• Be a part of the student newsletter                             social justice, community engagement, etc.)
• Create a student advisory committee                           • Do a “ride-along” with a peer institution
• Attend campus-wide meetings: presenting, announcing and
  sharing service-learning projects in meetings across campus
• Use social media: Twitter, MySpace, Facebook




9
The Challenge: Determining when enough is enough –           The Challenge: Working within a strong institutional
finding the time to manage paperwork, finances, logistics,   culture to build relationships between the community
etc. – and write about the important work we are doing       and higher education

Strategies shared:                                           Strategies shared:
• Look to other campuses for support                         • Ask: What do you want ____ to look like?
• Give yourself permission to pursue what you’re             • Align the university’s civic mission and your practice
  passionate about                                           • Use social and environmental justice as a focal point and
• Reflect on when enough is enough for you personally          across disciplines
• Create and follow a strategic plan                         • Find a real need with mutual benefit
• Work toward balance – if you join a new committee,         • Acknowledge faculty isolation – fears and perception they
  then give something up                                       can’t cross “borders” on campus or in the community
• Prioritize your work                                       • Bring together faculty, staff, students, community partners
• Respect small increments of time and space                   whenever you can
• Journal 20 minutes a day                                   • Invite people to join you
• Carve out space for growth (intellect, emotion, spirit)    • Determine your realm of influence
• Acknowledge and get comfortable with the reality that      • Give people space to talk about what matters to them
  work exceeds capacity                                      • Develop a culture/policy of reciprocity between university
• Utilize the social change leadership models –                and community
  empower students as colleagues                             • Look at how we relate to one another
• Advocate for yourself and your work                        • Work with people who are already motivated
                                                             • Study how change does happen on campus
                                                             • Ask people: Who are you?
                                                             • Find “trouble-makers” with fire/spirit




10
California Campus Compact acknowledges the following individuals for their participation in
Service-Learning and Civic Engagement: Thriving in Uncertain Times.



Maria Alderete                              Katlin Choi
Loyola Marymount University                 California State University, Long Beach   Steve Filling
                                                                                      California State University, Stanislaus
Donna Andrews                               Dave Colnic
California State University, Stanislaus     California State University, Stanislaus   Christine Francisco
                                                                                      City College of San Francisco
Maria Avila                                 Minh Dang
Occidental College                          University of California, Berkeley        Catherine Gabor
                                                                                      San José State University
Jyenny Babcock                              Debra David
California State University,                San José State University                 Mitra Ganley
Dominguez Hills                                                                       City College of San Francisco
                                            Kristen Day
Donna Baldini                               University of California, Irvine          Janine Gasco
University of California, Santa Cruz                                                  California State University,
                                            Lilia DeKatzew                            Dominguez Hills
Jyl Barnett                                 California State University, Stanislaus
Humboldt State University                                                             Cynthia Goldberg
                                            Carrie Donovan                            University of California, Davis
Sarah Bauer                                 University of California, Berkeley
San Francisco State University                                                        Joseph Greenwell
                                            Gerald Eisman                             San Francisco State University
Gail Beaton Shoemaker                       San Francisco State University
Pacifica School Volunteers                                                            Patricia Grillo
                                            Darlene Esparza                           University of California, San Diego
Victor Becerra                              University of California, Irvine
University of California, Irvine                                                      Mark Grobner
                                            Beverly Espindula                         California State University, Stanislaus
Mike Bishop                                 Salvation Army
University of California, Berkeley                                                    Kathleen Grove
                                            Betsy Eudey                               Palomar College
Annie Bolick-Floss                          California State University, Stanislaus
Humboldt State University                                                             Rosa Guerra-Sarabia
                                            Michael Fallon                            Santa Clara University
Marcia Boucher                              San José State University
Habitat for Humanity                                                                  Bonnie Hale
                                            Gregory Fast                              San Francisco State University
Deborah Burke                               University of La Verne
California State University, Monterey Bay                                             Don Hansen
                                            Henry Fields                              California State University, Stanislaus
Celestina Castillo                          California State University,
Occidental College                          Dominguez Hills




11
Peggy Hauselt                             Brendan McVeigh                           Timothy Stanton
California State University, Stanislaus   California State University, Sacramento   Stanford University

Jennifer Hauss                            Star Moore                                Darci Strother
College of the Canyons                    University of San Francisco               California State University, San Marcos

Anita Hellam                              Juan Carlos Morales                       Nusrat Symons
Habitat for Humanity                      California State University, Stanislaus   Interfaith Community Services

Jennifer Helzer                           Donna Nasmyth                             Rita Thakur
California State University, Stanislaus   University of La Verne                    University of La Verne

Tessa Hicks                               Susan Needham                             Roberta Valdez
Pitzer College                            California State University,              California State University, Monterey Bay
                                          Dominguez Hills
Brenna Hughes                                                                       Melony Varnado
University of San Diego                   Laura Nichols                             University of California, San Diego
                                          Santa Clara University
Richard Hunt                                                                        Gretchen Wehrle
California State University, San Marcos   Shirley Okumura                           Notre Dame de Namur University
                                          Santa Clara University
Run Jin                                                                             Lauren Weiner
California State University, Stanislaus   Shane Phillips                            University of California, San Diego
                                          California State University, Stanislaus
Josephine Jones                                                                     Merith Weisman
Escondido Public Library                  Mary Jo Poole                             Sonoma State University
                                          California State University, San Marcos
Val Knox                                                                            Veray Wickham
California State University, San Marcos   Kevin P. Quinn, S.J.                      San Joaquin County Office of Education
                                          Santa Clara University
Marcella LaFever                                                                    Carol Wilkinson
California State University, Stanislaus   Julie Reed                                MiraCosta College
                                          University of San Francisco
Laurie Laird                                                                        Ebonee Williams
Santa Clara University                    Kathleen Rice                             University of California, San Diego
                                          KL Rice Consulting
Carrie Lewis Hasse                                                                  Judy Wilson
University of LaVerne                     Chris Roe                                 Palomar College
                                          California State University, Stanislaus
Valerie Leyva                                                                       Naomi Wortis
California State University, Stanislaus   Shana Sachs                               University of California, San Francisco
                                          Stanford University
John Loggins
University of San Diego                   Debi Shrum
                                          Salvation Army
Cheryl McKnight
California State University,              Nancy Jean Smith
Dominguez Hills                           California State University, Stanislaus



12
Dialogue Facilitators                                About California Campus Compact

Cathy Avila-Linn                                     Since its founding in 1988, California Campus Compact has
                                                     worked to build the collective commitment and capacity of
Kathy Dalle-Molle
                                                     colleges, universities and communities throughout California to
Elaine Ikeda                                         advance civic and community engagement for a healthy, just and
Piper McGinley                                       democratic society. Through innovative programs and initiatives,
                                                     grant funding, training and technical assistance, professional
                                                     development and powerful research studies and publications,
Thank you to the following campuses for co-hosting   California Campus Compact each year invests in and champions
Service-Learning & Civic Engagement: Thriving in     more than 500,000 students, faculty members, administrators
Uncertain Times:                                     and community members involved in diverse and ground-
                                                     breaking activities that support and expand civic and community
California State University, Dominguez Hills         engagement throughout California.
California State University, San Marcos
                                                     For more information, please visit www.cacampuscompact.org.
California State University, Stanislaus
Santa Clara University
San Francisco State University                                  We gratefully acknowledge the Corporation
                                                                for National and Community Service, Learn
                                                                and Serve America for its support in making
                                                                this program possible.




California Campus Compact
1600 Holloway Avenue
Pacific Plaza, Suite 750
San Francisco, CA 94132-4027
Phone: 415-338-3342
www.cacampuscompact.org

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